Laramie Senior High SchoolCommunication for Change

Fall 2018

Teacher: Nichol BondurantDepartment: EnglishCourse Name: Communication for Change (C4C)Location: 2083Schedule: 6th block: Mondays, Thursdays, and Fridays—1:25 – 2:15 p.m. and Wednesdays, 12:03 – 1:34 p.m.

Contact Information: Planning:1st block and 4th block Emails: nbondurant@acsd1.org, (questions and queries).

Phone: 307-721-4420, 62083Cell: 307-761-2505 (If you text Bondurant, please let her know who you are because she has over 100 students—ha.)

REMIND: How do I get announcements and reminders from Ms. Bondurant? She’s using the REMIND webpage that connects all of us via texts or if you prefer, email. Here’s how you do it:To receive messages via text: text @c4clhs to 81010. Or use your IPhone or other smartphone: Open a brower and post rmd.at/c4clhs in the web browser then follow the instructions it offers.10 points for signing up to this site by Monday, August 27th.

WEBSITE: http://bondurantsclasses.weebly.com/ (Not using as much because I put things on Schoology also. ) (Webpage is best location for syllabi, bigger handouts, calendar, make-up work, journal or quiz prompts, helpful websites, possible community service opportunities, and a place for questions and discussion. )

Discussion Forum and to turn in some assignments: SCHOOLOGY!

Course Description: This is a service learning, civic responsibility, reflective writing, inquiry,

and literary analysis course.

This course requires community involvement participation outside the classroom hours. There is an expectation of thoughtful reflection for the service learning component of the course.

Students will study a variety of literary and multimedia texts. Students will keep an in-depth journal of personal reflections from community service, literary and media analysis, and their own communication about sometimes controversial current events and societal topics.

We will also post on our discussion blog on Schoology about some information. Students will research topics of interest in order to be informed about their global and local

community actions. They will participate in acts of civic responsibility and the creation and implementation of policy

and grassroot change projects. *** Controversial and mature subject matter is discussed regularly in this course as insight,

reflection, and analysis are important factors in a service and justice oriented course. We will also take a leadership role in many ways—teaching one another, creating change that is

important to us, etc.

Standards Addressed: As of Jan 21, 2014, this course was vetted to cover most of the State of Wyoming Common Core Standards in Reading-Literature, Reading-Informational Texts, Writing, Speaking and Listening, and Foundational English standards.For a detailed account of the standards addressed in this course, please see pages 38 – 57 of the Common Core State Standards at http://edu.wyoming.gov/sf-docs/standards/final-2012-ela-standards.pdf?sfvrsn=2.

Prerequisites: World Literature and Composition

"Injustice anywhere is a threat to justice everywhere." Martin Luther King, Jr.

Class Requirements: ** Students must keep an in-depth journal of their group service projects, individual community projects, and self-improvement projects. ***Journals and discussion posts are usually homework. We will communicate about our own community service and our analysis of current events and humanitarian issues weekly. ** Example of Some bigger projects: UNSUNG HERO projects (semiformal research presentation), POLICY PROJECT (Summative formal presentation, formal editorial writing, investigative research), ** There will be reflection writings for each unit, prior to or after class exercises, role plays, service projects, and literary and topical small group and class discussions. ** Students will read, analyze text, and research important contemporary sociological issues. Students will also study literature in class-wide literature circles and small book group settings. Some readings, writing, and research will occur as homework. Journaling and discussion blogs will be homework as well. **Students will be in charge of teaching us from their perspective the ins and outs of the diverse perspectives on the specific within the “isms” anti-discrimination unit. ** Students will be expected to do both community (with classmates and instructor) and individual service projects. This will require some after school time, including some weekends and evenings. We

will attempt to work with sports’ practices, job schedules, etc. whenever possible but these are requirements. Some community events will be during class sessions but it is encouraged that you go to some that are during other classes or after school also. These are optional, for extra credit, and based off availability and your interests. **Students will also focus on one weekly self- fulfillment projects which they discuss in their journal. We will also have several group projects with a focus on self-awareness, relaxation, stress management, etc. **TED Talk Reflections: We will look at various TED talks and other multimedia lessons. You will have a reflective exercise related to either the topics we are discussing or a self-fulfillment and growth exercise. **We will participate in both grassroots community and policy change projects in this class.

"We cannot seek achievement for ourselves and forget about progress and prosperity for our community...Our ambitions must be broad enough to include the aspirations and needs of others, for their sakes and for our own." Cesar Chavez.

“Until the great mass of the people shall be filled with the sense of responsibility for each other's welfare, social justice can never be attained. ” Helen Keller

CLASS HOPES AND EXPECTATIONS: The number one rule is that we treat one another with RESPECT.

The basis for this class is to study controversial issues in order to look for positive possible solutions. We don’t have to agree all the

time. In fact, it is from our differing opinions that we all grow as people. However, we must agree to disagree with respect and honor for everyone involved. We will not use derogatory names or terms for anyone, whether they are present in the room or not. We will try to fully listen when someone speaks. We will approach the study of cultures from around the world and our own voices as writers in this room with an attitude of kindness and respect. Kindness is different than just being nice. Kindness is constructive criticism and celebratory praise instead of just saying what we think people want to hear. Kindness and respect will be what drives this class, because, just like the bumper sticker says, it really does matter.

With RESPECT in mind, please limit your cell phone usage in a way that is respectful to others, to your own learning, and to the teachers. Your Snaps, texts, games, NETFLIX, etc will all be there after class, but someone might make a point in class that is so profound and powerful that it could open whole new worlds of possibility for you…don’t lose that chance being distracted by technology.

Students will create formal and informal papers and presentations based off the out-of-class and in-class readings and the experiences in the community. This should be fun and relaxed but still must be taken as a serious part of the service learning concepts.

We will read 2 -3 common novels, memoirs, or plays. You will also read a small-book-club independent novel. We will work to hone our skills of formal literary analysis, creative response, presentations, and other analysis skills with these texts.

Students will work within the community in group and individual service-learning projects with a focus on democratic process, citizenship, and the benefit of society as well as personal growth.

Students will create and implement all stages of planning service projects and social change and human rights education. This should be what is important to them and not driven by instructor or peers. Students in the past have focused on environmentalism, child soldier issues, LGBTIQ issues, gun rights, overcoming discrimination issues, immigration issues, bullying, and many others. There can be no wrong answer for these areas of focus as long as you seek to look openly at possible improvements for a social justice or human rights issue in a way that is respectful to all the perspectives in class.

Students will be a vital part of the learning process in this democratic and student-created/driven-classroom setting. Therefore, we as a class will create our own “norms” for our expectations for one another in the class and community. 😊

Goals:Students will gain deeper understanding of world around them, gain confidence in their abilities to significantly make a difference in their society, and look with a critical eye at the issues, texts, and experiences that exist within this world.

"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has." Margaret Mead

“Students who participate in service-learning are likely to continue to work all their lives in many different ways to improve the world around them, with lasting benefits for our country and our planet." Senator Edward Kennedy.

Materials and Supplies: A spiral notebook will be provided for you. Whatever other school supplies you find are helpful, you should also have for class. 😊

Text Resources and Supplemental Resources:(This a tentative list We read an average of 3-4 bigger tests and many articles from handouts and from supportive texts.)A Long Way Gone: Memoirs of a Boy Soldier, by Ishmael BeahThe Hate U Give, novel by Angie ThomasEnrique’s Journey, nonfiction by Sonia Nozario

Graphic novel: Maus or American Born Chinese-Last year used as C4C textsStreetcar Named Desire, By Tennessee WilliamsThe Adoration of Jenna Fox, Mary E. Pearson*******We will read at least 3 of the above texts and one book club book.

Book Club and Small Group Research Texts (excerpts)—SEE BACK BOOKSHELVESBooks suggested for Nonfiction and fiction Book Groups and Individual Readings (We will read at least one of these texts): Hip Hop America, by Nelson GeorgeAcross the Wire: Life and Hard Times on the Mexican Border, by Luis Alberto UrreaBury My Heart at Wounded Knee, by Dee BrownFast Food Nation, Eric SchlosserSilent Spring, Rachel CarsonOR --- Books suggested for Biography and Fictional Book Groups and Individual Readings Zeitoun, by Dave EggersAll American Boys, by Jason ReynoldsThe Only Road, by Alexandria DiazGonzales and Daughter, by Maria Amparo EscandonExit West, by Mohsin HamidThe Glass Castle, by Jeannette WallsWintergirls, by Laurie Halse AndersonSimon vs. The Homo Sapien Agenda, by Becky AbertalliI am Not Your Perfect Mexican Daughter, by Erica L. SanchezLakota Woman, by Mary Crow DogHouse on Mango Street, Sandra CisnerosThe House Behind the Cedars, Charles W. ChestnutHow the Garcia Girls Lost their Accents, by Julia AlvarezComing of Age in Mississippi, by Anne MoodyLucy, by Jamaica Kincaid Sold, Patricia McCormickLittle Bee, Chris CleaveFalling Leaves, Adeline Yen MahA Thousand Splendid Suns or Kite Runner, Khaled HosseiniJust Another Hero or Tears of a Tiger, Sharon DraperInto the Wild, John KrakauerAnnie on My Mind, Nancy GardenAm I Blue: Coming Out from the Silence, Edited by Marion Drane BauerBroken Verses, Kamila ShamsieChild of the Dark-Diary of Carolina Maria de JesusIn the Country of Men, Hisham Matar

And other options from single texts from Ms. Bondurant’s private library, books also used in other classes, and more—this list is always evolving, growing, and changing!

"It is our task in our time and in our generation to hand down undiminished to those who come after us, as was handed down to us by those who went before, the natural wealth and beauty which is ours." - John F. Kennedy***Homework: Reflective journal about your weekly community service and self-fulfillment projects; some reading and writing assignments must be done for homework as well. We will try to do monthly responses on the SCHOOLOGY discussion guide…these are meant to be fun and community driven discussions. There is a great deal of reflection done in and out of class. You will be required to read outside of class and be prepared to discuss and share with the class.

Make-up work: Make up work should be done within 2 days of an excused absence. If you cannot complete a make-up assignment or homework assignment, you should make arrangements with Ms. Bondurant. This is in accordance with the LHS attendance policy. You have 2 late work passes per semester also. These are to be done within the unit of study we are covering.

Late work, Revisions, Retakes and redos: ** If you must turn in work late or redo an assignment, this is acceptable with a point penalty, which can often be made up with relevant extra credit assignments or doing over and beyond the expectation of the assessment. An example of a relevant extra credit assignment would be to do an extra community service and write about it or read an extra article or book or something that you come up with that relates to community involvement, social justice, or civic responsibility. Bondurant will always work with you if you have an emergency situation, but be careful not to get too behind on assignments. It is harder to catch up if you procrastinate too much and if you wait until we finish a unit, what was really relevant and helps add to the class as a whole with your input and insights begins to feel more like busy work.

Testing: We will have unit tests as well as other methods of assessment.

GRADING: Helping others is its own reward. Anon….

(However, you get the reward of a good grade also! Win! Win!)A grade scale rubric will provided for journal prompts and all individual assignments. Journals increase in value each month.

What kinds of assignments will we do in class?

Grassroots project; Policy project; Favorite Unsung Hero presentation; creative book review; formal essay book review; traditional reflective tests, ISMS-teach us about an area of social change or discrimination; Who I am and who I will be presentation; journals; blog post discussions; class discussionsField Trips, Movies, and Guests: There will be occasional required field trips during our class sessions; optional field trips to work with community organizations such as Acre Farms or The Soup Kitchen or Laramie Head Start; films about issues we study, and expert guest speakers are an important part of this class.

"There is no such thing as inaction" - Julia Butterfly Hill, treesitter/activist

**Be the change you wish to see in the world......Mahatma Gandhi

Fun Thought for the semester to celebrate all of you!!!

'Civic generation' rolls up sleeves in record numbers’By Andrea Stone, USA TODAY 2009

Jobs are scarce. Money is tight. A speedy economic recovery seems unlikely. Yet none of that has stopped the Millennial Generation from helping others.Young adults who grew up in the shadow of the 9/11 attacks and saw the wreckage of Hurricane Katrina are volunteering at home and abroad in record numbers. The generation that learned in school to serve as well as to read and write, the Millennials were the first global Internet explorers even as they pioneered social networking for favorite causes at home.

"Community service is part of their DNA. It's part of this generation to care about something larger than themselves," says Michael Brown, co-founder and CEO of City Year, which places young mentors in urban schools. "It's no longer keeping up with the Joneses. It's helping the Joneses."

Surveys show people born between 1982 and 2000 are the most civic-minded since the generation of the 1930s and 1940s, say Morley Winograd and Michael Hais, co-authors of Millennial Makeover: MySpace, YouTube, and the Future of American Politics.

Unlike culturally polarized Baby Boomers or cynical Gen-Xers, this is "a generation of activist doers," they write."Other generations were reared to be more individualistic," Hais says. "This civic generation has a willingness to put aside some of their own personal advancement to improve society."

From Forbes.com. “Millennials Rule at Giving Back.” January 18, 2015. Throughout the four years of the Millennial Report’s survey, several consistent trends have emerged:

Millennials engage with causes to help other people, not institutions.

Millennials support issues rather than organizations.

Millennials prefer to perform smaller actions before fully committing to a cause.

Millennials are influenced by the decisions and behaviors of their peers.

Millennials treat all their assets (time, money, network, etc.) as having equal value.

Millennials need to experience an organization’s work without having to be on site.

Basically, millennials and post-millennials make positive changes in our world! Yay!!!!!!! (**I personally am excited what your generation (Post millennial??) will do to make the world even better!!!!)

WEEKLY SCHEDULE (TENTATIVE AND DUE TO CHANGE TO MEET THE NEEDS OF THE WEEK AND ALL OF US!! Holidays and community service weeks will see a varied schedule for sure!!! )

MONDAYS: New material. This a day when we will be introduced to new or expanding ideas and deepen our discussions around these. Sometimes these are student driven, sometimes Bondurant or Harmon will provide new information. These should still be super interactive days with some readings, multi-media, and even old school lecture with student input, discussion, and games.WEDNESDAYS: Practice makes “perfect” day: Book discussions will usually be part of Wednesdays. At the end of units, Wednesdays will usually be a day when you have time to work on reflective tests over materials studied. This will also be a day for guest speakers, interactive student-driven activities, presentations, and application of material covered on Mondays. We have lots of tentative field trips scheduled on Wednesdays so far this year. THURSDAYS: Multimedia Day: Most Thursdays we will start class with discussion of a current event related to something we are studying in class. This is also the day for: TED Talks/Multimedia/games/documentaries/etc. with time for written reflection, small group discussions, whole class discussions. We may occasionally have time to work on our journal and/or read in class also. 😊FRIDAYS: Self fulfilment days. So much research supports that though it is super powerful to give back to society, be generous, and look with depth at our society and be civically minded, it is also just as important that we do self-care. Therefore, once a week, we will try to do a self-fulfilment activity. This might be a mindful walk, mindful eating, yoga, goal setting, vision boards, ART, ACT commitments, etc. Ms. Bondurant is a registered yoga teacher, a mindfulness educator, and a Sources of Strength adult advisor and Rocky Mountain regional trainer. As well as being an English teacher who loves books and writing, she also works super diligently to make sure your stress levels and overall holistic health are also celebrated as life skills as students.

***Please note that these days may still change as needed to meet your needs.***Also—Journals are usually due on Fridays.

SPRING 2018 Calendar (THIS SEMESTER CALENDAR IS TENTATIVE! It can change to meet the needs of the members of the class. )

Communication for ChangeWeekly Calendar (This is super tentative and up to change as we all need. It simply lets us have an idea what all we plan to cover this semester. 😊)

Fall 2018/2019Introduction:Week 1, August 23-24: Welcome back! Hope your summer was awesome!

Thursday, Aug. 23: ½ day: Introduction to class—ice breaker

Homework: Myself as a superhero or Have a Dream or Inaugural address.

Friday, Aug. 24: Presentations of yourself as a superhero or Dream or Inaugural speeches. Go over Dan Eldon and his journals that inspires our journal project.(Happy Women’s Equality Day on Aug.26!)

Homework: Walkabout due Wednesday. Pictures that represent: Who you are, what are your dreams for the future, what is important to you, and what do you want to make better in the world? DUE Wednesday.

Week 2, August 27 - 31: Complete intro to each other and the class; walkabout, 10 point plan, journal decorMonday, Aug. 27: Complete presentations. Go over the ins and outs of the class. Don’t forget Walkabout and journal pictures due Wednesday. **Get book today if you want an extra week to read.HOMEWORK: Walkabout and journal pics are due Wednesday!!!Journal pictures should represent:

a. Who I amb. What and/or who is important to mec. My dreams/goals for the futured. What causes or issues are important to me? What do I want to see be better in the

world?e. Anything else you think would look super cool as the cover to your journal to this class.

(Don’t forget—has to be school appropriate! There was that one student years ago that made it where I have to say that…his legacy, I guess…haha)

Wed., Aug. 29: Walkabout Brainstorm discussion—Go over grassroots concept. Last 30 minutes: Design our journalsHomework: Be ready for the Grassroots brainstorm tomorrow. Be ready to share journals tomorrow.

Thursday, Aug. 30: Share about our journals. Go over Journal #1. Grassroots brainstorm. Introduction to 10 point plans. Homework: Start your journal: Write to why you created your journal as you did… Share ideas for the grassroots project.

Friday, Aug. 31: 10 Point Plans and norms and goals for the class. Discussion of how you’ve seen grassroots projects or people promoting change. Be ready with great

questions for Wednesday and enjoy your labor day holiday—labor day is even celebrating people’s grassroots fight for workers’ rights…YAY!

Homework: Work on journal. Do an extra community service or self fulfillment with your extra time for extra credit. YAY! Don’t forget to journal!!! Read chapter 1, to Page 17 – A Long Way Gone. First impressions due Thursday

Long Way Gone and Antibullying/antigenocide and world issues:Week 3, September 3 – 7: Civic Responsibility and Starting Book #1—See bookmark. Happy Labor Day! No School Sep. 3rd!Happy Suicide Prevention Month and National Literacy Month!

Monday, Sep. 3: NO SCHOOL! Happy Labor Day!Wed., Sep. 5: Annika Pelkey’s presentation from Forward Wyoming. Be active listeners and ask great questions.

Homework: Read to Chapter 3, Page 36 by Friday. News report on Thursday! Thursday, Sep. 6: Share your thoughts from Annika’s presentation. Share your first community service and self fulfilment in small groups. Complete and share 10 point plans if needed. Complete norms if needed. Start Human Rights Video and the human rights climate of our school. Discuss. Share a news report where someone did a great grassroots project to make a difference in the world.

Homework: Read Chapter #8, Page 56 and be ready to discuss tomorrowBe ready to present your grassroots project and how it can make the world better by Monday! Friday, Sep. 7: Share first book talk circle through page 56 today! Self-fulfillment #1: Mindful walk. (Happy grandparents’ day on Sunday!)

Homework: Challenge—write about your own mindful activity.Read and reflect: Through Chapter 10, Page 88 by Monday.

Week 4, September 10 – 14: Grassroots; anti-bullying and anti-genocide, and focus on child endangerment

Monday, Sep. 10: Book quiz. Discussion of what you’ve committed to for Grassroots and your plan and timeline. Introduction to Role Play-bullying issues and genocide. Discussion. Danger of a single story—if we haven’t all seen it—and discussion.Homework: Read to Chapter 12, page 113Tues., Sep. 11 (Happy Patriot Day)

Wed., Sep. 12: Tentative date for visit to ACRES Farm. OR Film dealing with genocide issues. (Vote) and take film notes.Homework: Journal #1 DUE FRIDAY! Read Chapter 15, Page 137. Share a news article tomorrow related to a child issue and/or a solution!

Thursday, Sep. 13: Finish film if needed. Discussion of film. Child endangerment/child soldier issues. Connections to the book. Writing letters or petition concerning justice issue effecting children. **Share a news report related to child issues.Homework: Read to Page 151 for tomorrow. **Don’t forget journals are due tomorrow.

Friday, Sep. 14: Journals due today. Self – fulfillment project #2: Write a love letter to yourself

Homework: Read to Page 192 by Monday! You don’t have to journal this weekend!

Week 5, September 17 – 21: Unsung Heroes; justice heroesHappy Homecoming Week! Show your spirit! Go Plainsmen!

Monday, Sep. 17 (Happy Constitution Day): Book Discussion “quiz” for through Page 192. Watch videos about and from Ismael Beah, Emmanuel Jal, Emma McCune, and girl soldier “survivor” stories. Discussion of controversies around all of this. Discussion of hope and help. Discussion of Ruth Williams (Haylee and Rosie’s mom) and her Heart Mother’s project. Discussion of how she is an unsung “accidental hero” of Laramie.

Homework: Read to page 200, Chapter 20 by Wednesday.

Wed., Sep. 19: Tentative date for visiting the Murals for social justice. OR Introduction to UnSung Hero Project and being an accidental activist.

Homework: Complete book by Friday! Page 218! Keep journaling.

Thursday, Sep. 20: Self –fulfilment/community service combination—art for our relaxation and also giving back! Kindness rocks and justice art project-tentative date. Friday, Sep. 21: Final book discussion—socratic circle for points. Short answer and essay test work time today and Monday. ***Receive next book, The Hate U Give, if you’d like extra reading time.

Homework: Work on your test and keep journaling. Extra credit for extra community service or self-fulfillment projects. TEST DUE THURSDAY, Sep. 27th.

Saturday and Sunday, Sep. 22 -23: Higher Ground Fair—Celebrating Rural Living in the Rocky Mountains.

The Hate U Give and Antidiscrimination “ISMS” Unit:Week 6, September 24 – 28: New Unit: “Isms Antidiscrimination unit; Start new book, Unsung Hero project. Teacher In Service Day Sept. 24! Enjoy your day off! 😊

Monday, Sep. 24: No School for Students. Focus on Safe Project; Isms; Unsung Heroes; and introduction to a new book. Wed., Sep. 26: Tentative date for SAFE PROJECT Presentation. OR Work day for Unsung hero project Homework: News report dealing with stopping discrimination in some way that is important to you…be ready to share in small groups. Your test is due on Thursday!

Thursday, Sep. 27: Turn in your test by midnight tonight on Schoology. Work Time for Unsung hero project if we didn’t get time to work on Wednesday. Receive next book, The Hate U Give. Listen to Tupac as an intro to the book and because Bondurant still loves him. Homework: Read Chapter 1 and 2 by Monday, Page 24.

Friday, Sep. 28: Self Fulfilment project: Mindful eating. Homework: Work on Unsung hero project. It is due to present Wed, Oct 3 – Thurs, Oct. 4. Keep Journaling. Bring a song that you think is inspirational and powerful for international music day on Monday.

Week 7, October 1 -5: UNSUNG HEROES; book discussion; Shepard memorialLGBTIQ Awareness Month and National Bullying Prevention Month and Family Heritage Month

Monday, Oct.1 (International Music Day): Share song. Discuss your impression of the first chapters of the book. Homework: Journal due Friday. Read to page 48, Chapter 3 – by Thursday.

Wed., Oct. 3: Tentative date for Shepard Memorial events either today or next Wednesday. OR Present Unsung Hero Projects

Thursday, Oct. 4: Unsung Hero Presentations. Homework: Read to page 66 by Friday. Turn in journal by Friday also!

Angels-presentations tonight with music and poetry and art from LHS an UW students. – extra credit Friday, Oct. 5 (World Teachers Day): Turn in journal. Book quiz. Go over ISMS-anti-discrimination issues. Extra credit for the Conspirare’s performance, “Considering Matthew Shepard” on Saturday.

Homework: Read chapter 7, Page 121.Saturday, October 6th: Conspirare’s performance of “Considering Matthew Shepard” 7:30pm LHS Theatre. Admission is free with tickets available---extra credit available.

Week 8, October 8 – 12: More Anti-discrimination mini-units-Race, ethnicity, gender, orientation.

Monday, Oct. 8 (Happy Indigenous Peoples Day!): TED TALKS and then: Go over Race and ethnicity from PBS RACE. Connect to our book. Homework: Read Chapter 8 & 9, Page 163 for Wednesday.

Wed., Oct. 10 (World Mental Health Day): Gender role art project. Complete Race and Ethnicity issues. LGBTIQ discussion—poetry and webpages. Homework: Read to Chapter 10-12, Page 219 for Thursday. Bring a news article that relates to gender, lgbtiq, religious or belief freedom, or race/ethnicity issues. Religiousism circle due Thursday!

Thursday, Oct. 11: Share news article. Start religiousism discussion. HOMEWORK: Read Chapter 13 – Page 239 for Friday.

Candlelight vigil for Matthew Shepard at 7:30 p.m.

Friday, Oct. 12: Complete religiousism discussion. Mini-self-fulfilment project: commit to doing something just for yourself this weekend!

Homework: Read to Chapter 15 & 16-end of part 1, Page 278-by Monday. Keep journaling

Week 9, October 15 – 19: More anti-discrimination mini-units: class and caste, ableism, immigration issuesMonday, Oct. 15: Ableism TED TALK and discussion. Book discussion—how have these discriminations been dealt with so far as we also deal the story? Use the book discussion handout to lead to our own connections. In honor of tomorrow being World Food Day—we are going to also look at Time Magazine’s “What the World Eats.” Homework: Start your food diary based off of “What the World Eats.” Read Chapter 17- Page 305

Tues., Oct. 16 (World Food Day)

Wed., Oct. 17: Oxfam Dinner party & Minimum Wage Role PlayHomework: Keep journaling. Read for Thursday—Chapters 18 & 19; end of Part 2—Page 334. Thursday, Oct. 18: Immigration role plays.

Homework: Chapter 20, Part 3. Page 349.

Friday, Oct. 19 (Midterm Progress Reports go out today!): Self fulfilment: Making our vision boardHomework: Chapter 21, Part 4, and Chapter 22, Page 387 for Monday.

Week 10, October 22 – 26: Complete Immigration unit, book discussionParent Teacher Conferences this week. Please invite your parents.Monday, Oct. 22: Complete the immigration role plays and discussions. Book discussion. Wed., Oct. 24 (United Nations Day): Celebrate United Nations Day. Complete our Anti-discrimination unit—Go over the creative expression personal project…which is supposed to be a fun project that lets you look into your world and your wishes to overcome adversity and make a positive change. Don’t forget the grassroots project and the unsung hero project can relate but this takes an artsy version of action and reflection. This will be due Thursday, Nov. 1. Climate change tea party role play- ½ of class. Work day ½ of class.

Homework: Read Chapters 23 -26, end of book—by Monday, October 29th. Work on the creative Anti-discrimination unit.

Thursday, Oct. 25: No School for students. P.T. ConferencesFriday, Oct. 26: No School today!

Have a great 4-day weekend! Woo hoo!

Week 11, October 29 – Nov. 2: Practice for reading to little kids at Developmental Preschool October 31. Happy Halloween, Wednesday and Day of the Dead, Thursday!

Monday, Oct. 29: Choose your book club book. Practice reading Halloween reading for reading to little kids on Wednesday. How fun! Work time for test and presentations.HOMEWORK: Practice reading the little kid stories. Wed., Oct. 31: Field trip!!!!!!!!!!!!!!!!!!!!!!! Reading and hanging out with little kids at Developmental Preschool.HOMEWORK: Begin your book club book to make sure this is the one you want. Thursday, Nov. 1: Streetcar Named Desire Friday, Nov. 2: Streetcar Named Desire(Daylight savings is this Sunday! Clocks fall back, and you get to sleep an extra hour!)

Homework: Journal and work on test and read!

Week 12, November 5 – 9: Streetcar Named Desire and check in about book club book

Happy Election Day on Tuesday! Encourage everyone you know to vote!

Happy National Novel Writing Month (NaNoWriMo) and Movember (no shave-november for men’s health issues) and National Adoption Month

Monday, Nov. 5 Streetcar Named Desire-film clips and discussionTuesday, Nov. 6: No school! Teacher work day. Election day! YAY! Wednesday, Nov. 7: Presentations from your personal connection project—The Hate U Give. Short answer from Isms Anti-discrimination test due!Homework: 1/4 of your novel completed. Research the author or if non-fiction-the real people behind the book.Thursday, Nov. 8: Book discussion. More Streetcar… Complete presentations.Homework: Journal due Friday!Friday, Nov. 9 (Berlin wall came down): **Going to Soup kitchen from 8 – 2 p.m. today. Extra credit = 50 points. 😊 Streetcar film for people not going to soup kitchen.Homework: ½ your book due Wed, Nov. 14

Week 13, November 12 – 16: Streetcar cultural connection essay or lit crit essay due Friday.

Monday, Nov. 12 (Veteran’s Day): Streetcar film. Discuss play.Homework: Read! Journal.

Wed., Nov. 14: Book discussion circles. Go over expectations for essay due Thursday over Streetcar… Brainstorm about final Policy Project if time.

Thursday, Nov. 15: Work day for essay over streetcar.Homework: 2/3 of your novel due Monday!

Friday, Nov. 16: Self Fulfilment: Thankfulness project. Go over results of your 1 month “what the world eats project.

Homework: Keep journaling.

Week 14, Nov. 19 – Nov. 23: Various views of thankfulness and thanksgiving. Book discussion.Happy Thanksgiving!

Monday, Nov. 19: Book discussion. Discuss your Streetcar essays—informal presentations. Brainstorm and commit to Policy Project

HOMEWORK: Book completed Wednesday after break. Share final results of your grassroots project Thursday after break. Extra credit for extra self fulfillment and community service. Tuesday, Nov. 20 (Treat day for Ms. Bondi’s birthday! She turns really old tomorrow! Haha):

No School Nov. 21- 23! Have a great holiday break and lots of adventures!

(Sunday, Nov. 25 is International Elimination of Violence against Women day due to the brutal murder of the Mirabal sisters in the Dominican Republic)

Week 15, Nov. 26 – 30: Book completed and preparing for Book Club Stations; brainstorm more about policy project.

Monday, Nov. 26: Final book discussion and prepping with partners for the book club stations.Wed., Nov. 28: Book club. Thursday, Nov. 29: Book club essay due.Friday, Nov. 30: Self-Fulfilment: “Wearing your value.”

(Sunday, Dec. 1 is World AIDS Awareness day)

Week 15, December 3 – 7: Vote: Enrique’s Journey? Start the process of Policy Project Work…

Monday, Dec. 3 (First day Hanukah, International day for disabled persons) : Policy Project commitment day.Wednesday, Dec. 5: Policy Project work dayThursday, Dec. 6: Work day for students not going to Interfaith.Tentative date to help with commodity truck or other events at Interfaith Good Samaritan.Homework: Journal due tomorrow!Friday, Dec. 7 (Pearl Harbor Remembrance Day): Policy Project work day. Journal due today.

Week 16, December 10 -14: Policy Project day

Monday, Dec. 10 (Human Rights Day): Policy Project work day.Wednesday, Dec. 12: Policy Project work dayThursday, Dec. 13: Policy Project work dayFriday, Dec. 14: Self Fulfillment Day: Yoga Day.

Homework: If reading Enrique’s Journey—See bookmark

Week 17, December 17 – 21: Policy Project.Monday, Dec. 17: Presentations (plus double extra credit.)Wednesday, Dec. 18: Presentations (Plus extra credit)Thursday, Dec. 20: Presentations (Plus extra credit)Friday, Dec. 21 (Winter Solstice! Happy shortest day of sunlight of the year!) : Presentations (Plus extra credit)Happy Winter Break! Hurray! Have a great holiday break! Have fun adventures! See you in 2019!No School Dec. 22 – Jan 6! Hurray!

Week 18, January 7 - 11: Policy Project presentations

Happy Mental Health Awareness Month and Mental Wellness Care Month: Monday, Jan. 7: Presentations.Wednesday, Jan 9: Presentations.Thursday, Jan. 10: Presentations.Friday, Jan. 11: Presentations.

Homework:

Week 19, January 14 – 18 FINALS WEEK!!!!!

Monday, Jan. 14: Presentations.Wednesday, Jan 16: Presentations.Thursday, Jan. 17: PresentationsFriday, Jan. 18 ***End of Semester***: Anonymous Survey and Presentations and celebration.

So proud of you! Thanks for a great semester!!!!! Yay!!!!